Islamic Studies in Australian Islamic Schools: Educator Voice

Autor/inn/en	Abdalla, Mohamad; Chown, Dylan; Memon, Nadeem
Titel	Islamic Studies in Australian Islamic Schools: Educator Voice
Quelle	In: Journal of Religious Education, 70 (2022) 1, S.25-42 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Abdalla, Mohamad) ORCID (Chown, Dylan) ORCID (Memon, Nadeem)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-018X
DOI	10.1007/s40839-022-00164-y
Schlagwörter	Foreign Countries; Islam; Religious Education; Teacher Attitudes; Elementary Secondary Education; Religious Schools; Barriers; Parent Attitudes; Teacher Student Relationship; Pedagogical Content Knowledge; Teacher Collaboration; Professional Autonomy; Australia + Suchen Sie Ihr Suchwort? Ausland; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Lehrerverhalten; Elternverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Pädagogische Kompetenz; Lehrerkooperation; Berufsfreiheit; Australien
Abstract	This paper responds to calls for renewal in Islamic schooling and education. In doing so, it provides insight into educators' views on Islamic Studies (IS) in five Australian Islamic schools, with a focus on senior years (years 10, 11 and 12). The study offers a 'dialogic alternative' of 'speaking with' rather than 'speaking for' educators in Islamic educational research, planning, and renewal within K-12 Australian Islamic schools. It privileges educators' voice and enables an insight into their experience with one of the most important and distinct features of Islamic schools -- IS. Using phenomenology as a methodological framework, educators' voice was elicited through focus groups where eighteen educators provided information describing their experience with IS. The study identified "strengths" and "challenges" of IS. Strengths includes parents' desire for IS, educators' personal connection with learner, knowledge of subject-matter, autonomy in teaching IS and unity among IS educators. The challenges outweigh the strengths and include insufficient time for IS, lack of resources, absence of a clear vision leading to a tokenistic and fragmented approach to the teaching of IS, low-level respect and recognition of IS educators and more. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01